https://hdl.handle.net/20.500.12367/1916 2026-06-06T15:02:51Z https://hdl.handle.net/20.500.12367/3236 Changes and continuities in undergraduate nursing education during and after COVID-19: a European comparative study from the perspective of health science Dobrowolska, Beata; Chiappinotto, Stefania; Cabrera, Esther; Chloubová, Ivana; Kane, Ros; Kennedy, Sara; Lovrić, Robert; Stanisavljević, Sanja; Riklikiene, Olga; Palese, Alvisa Background: The education of healthcare professionals, including nurses, represents a critical intersection with health systems science (HSS), which is often considered the third pillar of healthcare education alongside basic and clinical sciences. Despite the amount of research on nursing education during the COVID-19 pandemic, there remains a gap in analysis from an HSS perspective. Methods: A Comparative Education Approach involving undergraduate nursing programs (UNPs) across Europe, with longitudinal data collection from 2002 to 2023. The aim of the study was threefold: (a) to summarize the overall changes in UNPs during the COVID-19 pandemic; (b) to identify the changes retained in the post-pandemic era; and (c) to identify the impact of the pandemic on nursing education as perceived by nurse educators across nine European countries. […] 2025-05-29T00:00:00Z https://hdl.handle.net/20.500.12367/3225 Effects of Nordic Walking on physical fitness in patients with cancer: a systematic review Casanovas Alvarez, Anabel; Mur, Esther; Masia, Jaume; Fernández Jané, Carles; Sebio-Garcia, Raquel Background: Despite evidence supporting exercise in cancer care, adherence remains low. Nordic Walking (NW), a pole-assisted outdoor activity, may overcome barriers and improve fitness. However, a comprehensive synthesis of its effects on physical fitness in cancer patients is lacking. Objective: To evaluate NW’s effects on physical fitness, health-related quality of life (HRQoL), adherence, and safety in patients living with and beyond cancer, compared with no intervention or other exercise programs. Methods: This PRISMA-compliant systematic review and meta-analysis (PROSPERO: CRD42024551608) included randomized or quasi-randomized trials. Five databases were searched through November 2024. Risk of bias (Joanna Briggs Institute) and evidence certainty (GRADE) were assessed. [...] 2025-09-29T00:00:00Z https://hdl.handle.net/20.500.12367/3210 Effectiveness of high versus mixed-level fidelity simulation on undergraduate nursing students: A randomised controlled trial Chabrera, Carolina; Curell, Laura; Rodríguez-Higueras, Encarna Aim: This study evaluates the impact of high-fidelity simulation on the acquisition and retention of competències in nursing students. Background: High-fidelity simulation provides a realistic and risk-free environment allowing students to practice, which potentially enhances the acquisition and retention of required competencies. Design: A blinded, randomised clinical trial with three arms was conducted with a pretest and a follow-up at 6 months (post-test 1) and 12 months (post-test 2). Method: This study was conducted with 105 s-year nursing students, divided into three groups: control (6 lowfidelity simulations), intervention 1 (3 high-fidelity and 3 low-fidelity) and intervention 2 (6 high-fidelity simulations). Competencies were assessed using the Objective Structured Clinical Examination at baseline, 6 and 12 months. Student satisfaction was measured with the Simulated Clinical Experiences Scale. Results: Initial competency scores were similar across groups. At 6 months, both intervention groups showed significant improvements in critical thinking (6.2 and 6.0, p < 0.05), clinical skills (6.8 and 6.6, p < 0.05), communication (8.0 and 8.3, p < 0.05) and ethics (7.6 and 7.5, p < 0.05) compared with the control group. Intervention group 1 demonstrated better competency retention at 12 months. Overall satisfaction with highfidelity simulation was high (9.13/10), with particular praise for the practical dimension (8.95/10), realisme (8.02/10) and the cognitive dimension (9.43/10). Conclusions: High-fidelity simulation has the potential to enhance nursing competencies effectively. This approach supports long-term skill retention, highlighting the importance of a well-structured curriculum that integrates different simulation levels for optimal student preparation for clinical practice. . 2025-01-01T00:00:00Z https://hdl.handle.net/20.500.12367/3205 Exploring barriers and facilitators to mobile technology integration in clinical education: a focus group study with students and stakeholders. Dobrowolska, Beata; Huertas-Zurriaga, Ariadna; CASANOVAS-CUELLAR, Cristina; Dziurka, Magdalena; Garcia-Lopez, Carles; Herbstreit, Stephanie; Mäker, Daniela; Ozdoba, Patrycja; Martínez-Gaitero, Carlos; Cabrera, Esther Mobile learning (mLearning) is increasingly recognized as a valuable tool for supporting clinical education by offering students flexible, real-time access to information within clinical learning environments (CLEs). However, its implementation is often hindered by infrastructural limitations, lack of institutional support and training, and concerns related to professionalism and patient perception. There is a lack of evidence that considers both student and stakeholder perspectives across different health education contexts. This study aimed to explore perceived barriers and facilitators to the integration of mLearning in clinical education from the perspectives of undergraduate health occupation students and clinical stakeholders. 2026-01-01T00:00:00Z